scholarly journals Effects of holistic socialization-individualization of preschool children with severe speech impairments in sports and health-improving activities

2020 ◽  
Vol 47 (5) ◽  
pp. 246-257
Author(s):  
Karina E. Panasenko ◽  
◽  
Lyudmila N. Voloshina ◽  
Lyudmila V. Shinkareva ◽  
Olga G. Galimskaya ◽  
...  
Keyword(s):  
Preschool Children ◽  
Normal Level ◽  
Motor Coordination ◽  
Research Problem ◽  
Speech Disorders ◽  
Speech Development ◽  
Theoretical Research ◽  
Pedagogical Practice ◽  
Speech Impairments ◽  
Special Educational Needs

The urgency of this problem is due, on the one hand, to the need to include children with severe speech impairments in the educational space of Childhood, taking into account their special educational needs, on the other hand, to the need to shift the emphasis both in theoretical research and pedagogical practice towards ensuring the integrity of socialization-individualization. The research purpose was to identify and assess the effects of holistic socialization-individualization of preschoolers with severe speech impairments in sports and health-improving activities. The experimental study involved 100 senior preschool children with a normal level of speech development and 100 senior preschool children with severe speech impairments attending preschool educational institutions in Belgorod and the Belgorod region (Russian Federation). Theoretical (analysis of literary scientific sources), empirical (pedagogical experiment (ascertaining stage), testing) research methods, as well as methods of mathematical statistics (Student’s t-test, Fisher’s φ-test) were used. The study and assessment of the effects of holistic socialization-individualization of senior preschool children with severe speech impairments in sports and health-improving activities were carried out in the following fields – communication, self-awareness, activity. During the study, statistically valid differences were obtained in the level of self-esteem of preschool children (φemp=2.595 > φcrit=2.31 with p<0.01); self-assessment by parameter “Strong” (φemp=2.574 > φcrit=2.31 with p<0.01), “Fast” (φemp=2.715 > φcrit=2.31 with p<0.01), “Accuracy” (φemp=2.567 > φcrit=2.31 with p<0.01), “Dexterous” (φemp=2.56 > φcrit=2.31 with p<0.01), “Flexibility” (φemp=2.85 > φcrit=2.31 with p<0.01); by the level of anxiety (φemp=2.517 > φcrit=2.31 with p<0.01). The assessment of motor abilities (motor-coordination, speed-power, strength, flexibility, accuracy, endurance) of senior preschool children made it possible to reveal statistically valid differences between the data of children with a normal level of speech development and children with severe speech disorders (p<0.05). The obtained research results confirm the data presented in the works of domestic and foreign scientists, and the need to substantiate the use of the potential of sports and health-improving activity in solving the research problem.

scholarly journals Features of inflection skills of preschoolers with general speech underdevelopment

2020 ◽  
Vol 8 (2) ◽  
pp. 7
Author(s):  
Yu. A. Bazhenova ◽  
Yu. S. Mokhova
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Grammatical Structure ◽  
Leading Role ◽  
Oral Speech ◽  
And Gender ◽  
High Level ◽  
Normal Speech

Introduction. The article is devoted to the study of the features of inflection skills of the preschoolers with a general speech disorders. The problem of studying the grammatical structure of speech plays a leading role in modern scientific and practical research, and the question of the mechanisms of the formation of grammatical patterns of language of children having general speech underdevelopment and the development of recommendations for speech therapy effects on this basis is especially relevant. Taking this factor into consideration, it is important to study the characteristics of inflection skills of preschoolers with a general speech disorders, as one of the categories of the grammatical structure. Accordingly, the purpose of the study was to investigate the characteristics of inflection skills of preschoolers with general speech underdevelopment. In accordance with the purpose, the course of the study is described, its results are analyzed, and conclusions are formulated. Accordingly, recommendations for speech therapy have been developed.Materials and methods. The study of the features of inflection skills of preschoolers with a general underdevelopment of speech was carried out in several stages. At the stage of analysis, synthesis, generalization and comparison of scientific literature data, the main theoretical and practical works of leading specialists were studied, dealing with the problem of formation and development of inflection skills in both normal and impaired speech development process. At the stage of the ascertaining experiment, preschoolers were offered a test aimed at determining the level of formation of inflection skills. At the final stage, empirical methods for processing empirical data (quantitative and qualitative analysis) were used.Results. As a result of the study, it was found that the inflection skills  of preschool children with general speech disorders are mainly formed at a lower-than-average level, while their peers with normal speech development are formed at a high level. The hypothesis of the study, which suggested that the word-modification skills of preschoolers with General speech disorders, in contrast to preschoolers with normal speech development, are characterized by inconsistencies in gender, number, case of nouns and adjectives, errors in the use of forms of number and gender of verbs, was confirmed.Discussion and Conclusions. Taking into consideration the results of the study, we concluded that there is a need for speech therapy to compensate for the underdevelopment of inflection skills, as a result, logopedic recommendations were developed for developing inflection skills of preschool children with general speech disorders, which are part of a comprehensive speech therapy on the development of oral speech.

scholarly journals A new Approach to the Study of Russian Language Acquisition in Preschool Children with Normal and Abnormal Development

2014 ◽  
Vol 6 (3) ◽  
pp. 243-254
Author(s):  
T.V. Lebedeva
Keyword(s):  
Preschool Children ◽  
Clinical Sample ◽  
Educational Practice ◽  
Speech Disorders ◽  
Speech Development ◽  
Russian Language ◽  
Abnormal Development ◽  
New Approach ◽  
Diagnostic Potential ◽  
Speech And Language Disorders

We discuss the possibilities of using a standardized method of psychological evaluation of the Russian language development in preschool children. We provide a rationale for the relevance of timely differentiation of children with language and speech difficulties in modern educational practice. We present the results of comparative analysis of language and speech development in the two groups of children 5-6 years old: normally developing (N=92) and with language and speech disorders (N=59). We describe the diagnostic potential of this research tool for clinical sample of children with speech and language disorders, reveal differences in the development of Russian language between the two groups of children. The data obtained can be used in solving the problems of differentiated correctional help to pre-school children with impaired language and speech development.

scholarly journals Diagnostics of the Parameters of the Syllaborhythmic Speech Structure in Pre-School Children with Complex Disoders

2021 ◽  
Vol 6 ◽  
pp. 359-376
Author(s):  
Nataliia Babych ◽  
Kateryna Tychyna
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Structural Complexity ◽  
Multiple Disabilities ◽  
Rhythmic Movement ◽  
Speech Disorders ◽  
Speech Development ◽  
Targeted Interventions ◽  
Diagnostic Unit ◽  
Sensory Motor

A child’s language development is one of the main factors of the personal formation. The level of personal development determines the formation of social and cognitive skills in children. Speech development disorders, in particular mastering of syntagmatic constructions with different structural complexity, complicates children’s communication with peers and adults and impedes written language development. The purpose of this study is to examine the basic parameters of the compositional rhythmic speech structure (movement, rhythm and space) and to determine its development level in preschool children with multiple disabilities (disabilities in sensory, motor and speech systems). In order to examine these parameters a special technique consisting of four diagnostic units (“rhythmic movement”, “rhythmic space”, “rhythmic pronunciation” and “complex rhythm of speech”) was developed. First, an empirical study for each diagnostic unit was conducted, and the findings suggested that majority of preschool children with sensory, motor and speech disorders have underveloped compositional structure of speech, which requires further targeted interventions. The study found that preschool children with multiple disabilities have a reduced ability to pronounce words with different structural complexity, impaired perception of lexical units and a disturbed ability to perform dynamic and rhythmic serial movements, which indicates an insufficient level of motor, rhythmic and spatial skills development. Then, a correlation analysis was performed, the results of which indicate that the diagnostic units – “rhythmic movement”, “rhythmic space”, “rhythmic pronunciation” – are inextricably linked. When the skills assessed by the above-mentioned diagnostic units are developed, the skills, assessed by the “Complex rhythm of speech” diagnostic unit can begin their development as well. Determination of the child’s functioning level in each diagnostic unit will allow describing the effective strategies to influence parameters of compositional rhythmic speech in children with multiple disabilities based on potential capabilities and their maximal implementation in the speech therapy process.

scholarly journals Teaching coherent descriptive speech to children of senior preschool age with speech underdevelopment problems

2020 ◽  
Vol 22 (4) ◽  
pp. 146-165
Author(s):  
L. G. Shadrina ◽  
O. V. Efimova
Keyword(s):  
Preschool Children ◽  
Research Methods ◽  
Speech Therapy ◽  
Preschool Education ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Practical Significance ◽  
Federal State ◽  
Systematic Analysis

Introduction. Today, one of the main requirements of the Federal State Educational Standard of Preschool Education is to ensure the speech development in children, which means mastering them of free, coherent dialogue and monologic speech skills as a means of communication with adults and peers. The indicators of successful speech development are skills to build different types of coherent statements. This requirement fully applies to children with minor speech delays. However, in modern speech therapy, the development of coherent speech is made dependent on the elimination of the shortcomings of unformed language structures and involves the use of reproductive techniques, including mainly constant repetitions of speech patterns. Children are simply asked to copy stereotypical schemes when making their own statements, but the attention is not paid to the process of formulating rules and peculiarities of description texts, the understanding of which is very important to be prepared for school. Thus, it is significantly important to revise well-established techniques to learn oral monologue speech when teaching children with serious speech disorders.The aim of the present article is to discuss the conditions for effective development of coherent descriptive speech in preschool children with speech underdevelopment problems.Methodology and research methods. The methodological framework of the research is based on the theory of speech activity and the theory of developmental education, as well as the systematic analysis of the peculiarities of verbal communication skills in children and modern ideas of correctional pedagogy about the structure of speech defects. In the course of the research, empirical research methods and a pedagogical experiment were employed.Results and scientific novelty. Children aged 5–6 years old (n = 60) with the logopedic report “general underdevelopment of speech of the 3 rd –4 th levels” took part in the experimental research. It was proved that it is necessary to teach preschool children with speech disorders not only to speak by analogy and model structures, but also to formulate detailed meaningful descriptive statements. The entry test demonstrated that most respondents have insufficient formation of coherent descriptive speech: 40% – medium level, 38% – low level. More than half of preschool children in the experimental group (53,6%) improved their results through the targeted and comprehensive correctional work, in the course of which they learned practical description skills. While working on description skills, children learned how to highlight and compare essential features of a subject, to combine individual phrases into a consistent message. The priority areas were identified in each speech task to ensure the greatest impact of its performance. The conducted classes influenced not only speech, but also cognitive development of children. Also, the classes stimulated children’s speech and thought activities, contributed to the activation of visual, auditory and tactile perception, memory, attention and observation.Practical significance. The research materials provide a new direction to determine the technologies for the development of coherent speech in children of senior preschool age with speech underdevelopment.

scholarly journals Relationship between indicators of communication, self-esteem and interpersonal status of preschool children

2021 ◽  
Vol 2 (119) ◽  
pp. 96-103
Author(s):  
Svetlana V. Lautkina ◽  
◽  
Irina N. Selezneva ◽  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Peer Group ◽  
Self Esteem ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Group Method ◽  
Main Research ◽  
Normal Speech

Communication, complex multidimensional education, begins its active development directly in preschool age. With the correct and timely development of communication, cognitive processes, emotional-volitional and motivational-need spheres, behavior, and the interpersonal status of the child are formed. The formation of communication skills is possible only with the timely full development of speech. The lower the state of speech, the more difficult it is for the child to organize and implement communication, and vice versa, the higher the level of formation of the communicative act, the more fully expressive speech develops. Difficulties in forming speech and communication affect self-esteem. Self-esteem as a phenomenon develops under the influence of the assessment of others. Self-esteem is the result of one's own activity, communication, behavior, activities, experiences of a preschooler. The inability of a preschooler to implement verbal communication in a peer group leads to deformations in the development of personality and interpersonal interaction, reduces his social status, and leads to his isolation from other members of the team. Summarizing the above, we have set a goal – to study the relationship between indicators of communication, selfesteem and interpersonal status in preschool children. The main research method is the contrast group method. Empirical study was carried out in groups of preschoolers – with normal speech development and with speech disorders («General speech underdevelopment (GSU) level III» according to R. Levina's classification). The results of the study showed that the level of communication formation in the group of preschoolers with speech disorders is lower than inthe group of children with normal speech development. The lag in the formation of communication skills is represented by a number of indicators: «interest in a peer», «sensitivity», «prosocial actions», «means of communication», «active speech». Low self-esteem was found only in the group of children with speech impairments. There were no differences in the level of the sociometric status between children of both groups.

scholarly journals The importance of game technology in developing the word formation skills of children with preschool speech disorder

2021 ◽  
Vol 13 (4) ◽  
pp. 1016-1028
Author(s):  
Gaukhar Ibatova ◽  
Aigerim Makhmetova ◽  
Saule Basarbaevna Zhoraeyeva ◽  
Bibinur Amiresheva ◽  
Nyshanova Saltanat Tinibekovna ◽  
...  
Keyword(s):  
Preschool Children ◽  
Key Words ◽  
Speech Disorders ◽  
Word Formation ◽  
Speech Development ◽  
Speech Disorder ◽  
Learning Theories

Game technology has been identified as a means to developing the Word Formation Skills of Children with Preschool Speech Disorder. The purpose of the article was to analyze the psychological and pedagogical conditions of word-formation skills for Kazakh-speaking preschool children with speech disorders on the basis of learning theories and contemporary approaches. To achieve the set aim, we have studied psychophysiological peculiarities of preschool children with speech disorder. We have allocated the most significant learning theories and approaches, which promote the assimilation of word-formation. We have come to understand that the indicators of speech development of many modern Kazakh-speaking preschoolers do not correspond to the age norm, which is influenced by word-formation operations. For Kazakh-speaking preschool children with speech disorders it is rather difficult to distinguish elementary forms as the original word, consisting of a stem and a derivative by including diminutive-affectionate suffixes. Key words: Kazakh-speaking preschool children, psychological and pedagogical conditions, learning theories, approaches, word-formation, speech games

Osteopathic correction of somatic dysfunctions in preschool children with delayed speech development

2020 ◽  
pp. 54-61 ◽  
Author(s):  
E. V. Abramova ◽  
I. A. Aptekar
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Randomized Study ◽  
Speech Disorders ◽  
Main Group ◽  
Speech Development ◽  
Preschool Age ◽  
Control Group ◽  
Preschool Period ◽  
Head Neck

Introduction. Speech disorders are currently observed in an average of 30 % of children of the fi rst grade of school. It means that objectively during the preschool period, one third of the entire population of children have speech function that does not reach the norm and requires additional correction by specialists. In recent years birth injury has been considered one of the possible reasons for the high frequency of speech disorders. As practice shows, the possibilities of drug therapy for children with speech disorders are very limited. That is why it is relevant to expand non-drug methods for the restoration of speech functions. The goal of research — to justify the use of osteopathic correction of somatic dysfunctions in order to improve sound pronunciation in preschool children.Materials and methods. In the period from 2012 to 2018, a prospective controlled randomized study was performed on the basis of Tyumen Institute of Manual Medicine. The work is based on the results of examination and treatment of 98 preschool children with delayed speech development. 18 people were excluded from the study in accordance with exclusion criteria. Depending on the treatment method used, all patients were divided by simple randomization using the envelope method into two comparable groups (main and control) of 40 people. Patients of both groups underwent a complete speech therapy correction and training course, which included individual lessons. Patients of the main group underwent the same speech therapy, as well as the osteopathic treatment in accordance with the developed algorithm. All patients underwent osteopathic examination and a combined assessment of the severity of speech disorders before and after the treatment.Results. The study showed that the presence of global, regional and local somatic dysfunctions was typical for children of preschool age with a delay in speech development. Somatic dysfunctions of head, neck and thoracic regions were most often observed. In the course of the treatment, patients of the main group showed a statistically significant decrease in the frequency of detection of somatic dysfunctions of head, neck, and thoracic regions, of local somatic dysfunctions of the cranial sutures and the thoracoabdominal diaphragm (p<0,05). In patients of the control group, there was no statistically significant decrease in the number of somatic dysfunctions. In children with impaired speech development who underwent complex therapy, which included osteopathic correction and individual lessons with a speech therapist, there was a significant decrease in the severity of speech disorders compared with patients of the control group (p<0,00001).Conclusion. Osteopathic correction of somatic dysfunctions (with a certain sequence of techniques aimed to treat connective tissue disorders, including decompression, elimination of edema and hypoxia in children with delayed speech development), allows to achieve a statistically signifi cant improvement in children′s condition compared with standard treatment.

scholarly journals Correction of Impaired Sound Pronunciation in Senior Preschoolers with Phonetic-Phonemic Speech Underdevelopment

2021 ◽  
Vol 2021 (3) ◽  
pp. 191-200
Author(s):  
Ol'ga Grigor'eva ◽  
Larisa Nikiforova ◽  
Aleksandra Cherkashina
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Auditory Memory ◽  
Verbal Information ◽  
Voluntary Regulation ◽  
Oral Information

The research featured senior preschoolers with phonetic-phonemic speech underdevelopment. The authors described the peculiarities of speech development in such children and analyzed related publications. As a rule, impaired sound pronunciation includes low tempo and weak voluntary regulation. The study featured substitutions, distortion, or absence of various sounds. The authors tested a set of measures aimed at correcting speech disorders in senior preschool children with phonetic-phonemic speech underdevelopment. The experiment revealed a combination of incorrect pronunciation with sounds that were partially consistent in a certain context. Cognitive parameters included difficulties in memorizing verbal information and poor auditory memory. The subjects failed active speech tests and could not remember oral information. The article also introduces data on the specifics of speech therapy of phonemic hearing.

scholarly journals FEATURES OF THE COGNITIVE SPHERE OF CHILDREN WITH SPEECH DISORDERS

2021 ◽  
Vol 2021 (1) ◽  
pp. 5-12
Author(s):  
Hanna Sokolova
Keyword(s):  
Personal Development ◽  
Social Space ◽  
Research Problem ◽  
Educational Needs ◽  
Speech Disorders ◽  
Theory And Practice ◽  
Primary Sources ◽  
Special Educational Needs ◽  
The Social ◽  
Effective Development

The need of social, psychological and pedagogical support of children with special educational needs in modern Ukrainian psychology, in particular with speech disorders, is the task of the domestic science. The socio-cultural, psychological and pedagogical conditionality of special educational needs, the focus of all correctional and educational activities on the social development of the child in the context of the formation of competencies, taking into account individual and psychological characteristics and involving parents in this process have come to the forefront of theoretical and empirical research that emphasizes the relevance of the study. The purpose of the study is to empirically study the cognitive sphere of children with speech disorders, which is one of the important factors of their socialization. The method of theoretical analysis, generalization of scientific primary sources on the research problem, observation and psychodiagnostic testing are used. The focus of the research to identify features of cognitive and personal development of children with special educational needs is particularly important for theory and practice. This article shows that special characteristics of memory, attention, thought processes of children with speech disorders have gender characteristics;this should be taken into account in the process of organizing social space and the process of socialization. Furthermore, the positive attitude formed in children and the ability to evaluate themselves and their activities create the basis for the effective development of the cognitive sphere that is an extremely important task as it is due to them the child learns to establish cause-andeffect relationships, develop appropriate roles relations with adults and peers in and out of class, seek cooperation, show attention to others.

scholarly journals The impact of demographic and socio-economic conditions on the prevalence of speech disorders in preschool children in Bitola

2015 ◽  
Vol 143 (3-4) ◽  
pp. 169-173 ◽  
Author(s):  
Domnika Rajchanovska ◽  
Ivanovska Zaifirova
Keyword(s):  
Preschool Children ◽  
Mobile Phones ◽  
Rural Areas ◽  
Child Behavior Checklist ◽  
Speech Disorders ◽  
Speech Development ◽  
Economic Conditions ◽  
High Prevalence ◽  
Children Speech ◽  
The Impact

Introduction. Speech development in preschool children should be consistent with a child?s overall development. However, disorders of speech in childhood are not uncommon. Objective. The purpose of the study was to determine the impact of demographic and socio-economic conditions on the prevalence of speech disorders in preschool children in Bitola. Methods. The study is observational and prospective with two years duration. During the period from May 2009 to June 2011, 1607 children aged 3 and 5 years, who came for regular examinations, were observed. The following research methods were applied: pediatric examination, psychological testing (Test of Chuturik), interviews with parents and a questionnaire for behavior of children (Child Behavior Checklist - CBCL). Results. 1,607 children were analyzed, 772 aged three years, 835 aged five years, 51.65% male and 49.35% female. The prevalence of speech disorders was 37.65%. Statistical analysis showed that these disorders were more frequent in three years old children, males living in rural areas and in larger families. They did not have their own rooms at home, they were using mobile phones and were spending many hours per day watching television, (p<0.01). Also, children whose parents had lower levels of education and were engaged in agriculture, often had significant speech disorders, (p<0.01). Conclusion. Speech disorders in preschool children in Bitola have a high prevalence. Because of their influence on later cognitive development of children, the process requires cooperation among parents, children, speech and the audiologist with the significant role in prevention, early detection and treatment.

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